Effects of a Pre‐service Teacher Preparation Programme on Effective Instruction |
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| Authors: | Simon Veenman Yvonne Leenders Paulien Meyer Mark Sanders |
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| Institution: | Department of Educational Sciences , University of Nijmegen , P.O. Box 9103, 6500 HD Nijmegen, The Netherlands |
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| Abstract: | A quasi‐experimental, treatment‐control group investigation was designed to test the effects of a pre‐service training course on effective instruction. Research findings from teacher effects research and cognitive strategy instruction were translated into two direct instructional models: one model for explicit or well‐structured skills and one model for implicit skills or higher‐level thinking strategies. Following a course on effective instruction from their teacher educators, student teachers implemented standardised lessons to apply selected research‐derived teaching behaviours and to increase pupil engagement rates. Based on trained observers’ pre‐and post‐training classroom observations, a significant treatment effect was found for student teachers’ teaching behaviours regarding effective instruction and for pupil engagement rates. Ratings from supervising teachers also showed that the student teachers who participated in the course on effective instruction used the recommended instructional skills after completion of the course significantly better than prior to the course. |
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